Gallaudet College 


UHNWSrtY Of ILLWOR IMM* 

. ; OCT 2 1 1 916 

REQUIREMENTS FOR ADMISSION 

TO THE 

PREPARATORY CLASS 


WASHINGTON, D. C. 
1910 







UNIVERSITY OF HLfHOfS LIBRAflT 

OCT S l 1916 

REQUIREMENTS FOR ADMISSION TO THE PRE¬ 
PARATORY CLASS OF GALLAUDET 
COLLEGE. 

Candidates for the Preparatory Class are examined in 
the subjects stated below. For a unit course three hours 
will be allowed for the examination. One and one-half 
hours will be allowed for the examination in a half-unit 
course. * 

The definition of a unit course is: a course of study 
covering a school year , with five class periods of at least 
forty-five minutes each per week. Half this time should be 
given to half-unit courses. 

REQUIREMENTS. 

English, embracing Composition, Reading and Gram¬ 
mar. Two units. 

The requirement in English of candidates for the 
Preparatory Class is a portion of that recommended by 
the Conference on Uniform Entrance Requirements to 
American Colleges, the remaining portion being taken up 
in the Preparatory Year. 

Composition. One half-unit. Candidates are expected 
to show a good command of language, (1) in oral or finger- 
spelled conversation; (2) in rendering at sight selections 
in prose and verse from the classics and from current lit¬ 
erature; and (3) in extemporaneous composition. 

Reading. One unit, (a) Candidates are required to 
present evidence of having read the works selected, and 
to answer questions upon the lives of their authors. The 
form of the examination will be the writing of a para¬ 
graph or two on each of several topics, to be chosen by the 
candidate from a considerable number given in the exami- 


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tion paper. In every case the ability to write good English 
icill be regarded as more important than knowledge of the 
book. 

The works prescribed for this part of the examination 
for 1911 are: 

(a) Shakespeare’s Henry V. 

Franklin’s Autobiography. 

Irving’s Sketch Book. 

Byron’s Mazeppa. 

In subdivision (a) no written exercises covering the 
work outlined will be accepted in lieu* of examination, 
because this part of the examination in reading, besides 
serving its more obvious purposes, is intended to aid in 
ascertaining the candidate’s command of language. It is 
thought that he will be more apt to use his own powers 
of expression when cut off entirely from the constant 
reference to the texts that is possible in the writing of the 
exercise books, and by this means furnish a truer basis 
for judging his proficiency in language. 

( b ) Study and Practice. This part of the examination 
supposes a thorough study of each of the works named. 
It will be upon the subject-matter, form and structure of 
the work; and will also be a test of the candidate’s ability 
to express his knowledge with clearness and accuracy. In 
addition, the candidate is required to answer questions 
upon the text involving the essentials of grammar, and to 
give from memory passages which he may think especially 
noteworthy, with reasons for such opinion. 

In place of a part or the whole of the examination in 
subdivision (6), the candidate may present an exercise 
book, properly certified by the instructor as the unaided 
work of the pupil, containing compositions and other 
written work done in connection with the study of the 
books.* 

* The note-books may bear corrections in red ink by the teacher. 




The works prescribed for this part of the examination 
for 1911 are: 

(6) Webster’s First Bunker Hill Oration. 

Macaulay’s Life of Johnson.* 

In the statement of requirements in (6), “ Subject- 
matter ” should be understood to mean the Story of the 
book, and more particularly the main thread or purpose 
of the work; the lessons sought to be enforced; the 
characters depicted and the peculiar traits of each; the 
incidents in which they figure; the play of incident upon 
character; and the changes for better or worse through 
which the characters pass. If it is a philosophical, crit¬ 
ical, or oratorical work, then the examination may call 
for the points brought out, the line of argument, and the 
conclusions reached. 

“Form”: Kind of prose, or verse; whether dealing 
with the actual or the imaginary; whether dramatic or 
narrative, polemical, descriptive, philosophical, satirical, 
critical, or otherwise. 

“ Structure ” : Whether sentence-structure is predomi¬ 
nantly long, short, or adequately varied; whether pre¬ 
dominantly simple or complex; inverted or regular; 
whether the style is clear or obscure; concise or diffuse; 
idiomatic or pedantic; ornate or bald. Structure may 
also be said to cover the requirements in grammar noted 
below. 

Grammar. One half-unit. The “ questions upon the 
text involving the essentials of grammar ” are intended as 
a test of the candidate’s mastery of the principles of gram¬ 
mar. They will involve parsing and analysis, and other 
explications of the relations and interdependence of the 

*The works specified for reading and study may be taken from the 
college-entrance editions of the Charles E. Merrill Company, the Amer¬ 
ican Book Company, MacMillan & Co., Longmans, Green & Co., of New 
York, and the Houghton-Mifflin Company, of Boston, all of which 
are good and cheap. 



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parts of speech in sentence-structure, and also the elucida¬ 
tion of idiomatic and abbreviated forms. The examination 
in this subject will be based on the course outlined by Dr. 
Robert Patterson in the “ Report of the Committee of the 
Convention on a Course of Study ’ ’ leading up to the 
college curriculum, published in the Armais for Novem¬ 
ber, 1907.* A comprehension of the broad, general 
principles of syntax, and the ability to analyze clearly, 
will be considered of more importance than facility in 
parsing and a knowledge of grammatical nomenclature. 

Reading for 1912. 

(a) General Reading : 

Shakespeare’s Julius Caesar. 

Bunyan’s Pilgrim’s Progress. 

Scott’s Quentin Durward. 

Arnold’s Sohrab and Rustum. 

( b) Study and Practice : 

Shakespeare’s Macbeth. 

Macaulay’s Life of Johnson. 

Reading for 1913. 

(a) General Reading : 

The Old Testament: Chief narratives in Genesis, 
Exodus, Joshua, Judges, Samuel, Kings, Daniel, 
and the books of Ruth and Esther. 

Shakespeare’s The Merchant of Venice. 

Defoe’s Robinson Crusoe, Part I. 

Stevenson’s Inland Voyage, and Travels with a 
Donkey. 

Scott’s Lady of the Lake. 

* Copies of this Report, in pamphlet form, can be had on application 
to the Secretary of the College. 






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(b) Study and Practice : 

Washington’s Farewell Address. 
Webster’s First Bunker Hill Oration. 
Carlyle’s Essay on Burns. 


Mathematics. One and one-half units. 

(a) Arithmetic. One half-unit. Stress is laid on the 
rapid, accurate, and neat solution of arithmetical exam¬ 
ples, especially those coming under the four fundamental 
rules, analysis, decimal and common fractions, square root, 
percentage and simple proportion. Too much time spent 
on compound numbers, interest, discount, exchange, aver¬ 
ages, cube root, and compound proportion is to be avoided. 
Arithmetic should teach students to cipher, not to memo¬ 
rize rules or prove theorems; but in the case of the deaf 
it is very important to cultivate the ability to construe 
the language of arithmetical problems. The examination 
questions will be made practical, rather than technical or 
abstruse. As to text-books and other features of this 
subject, reference is made to the ‘ ‘Report of the Committee 
of the Convention on a Course of Study” above mentioned. 

( b ) Elementary Algebra , through simple quadratics. 
One unit. The four fundamental operations for rational 
algebraic expressions; factoring, determination of highest 
common factor and lowest common multiple by factoring; 
fractions; linear equations, both numerical and literal, 
containing one or more unknown quantities; problems 
depending on linear equations; radicals, including the 
extraction of the square root and of the cube root of 
polynomials and of numbers; exponents, including frac¬ 
tional and negative; simple quadratic equations; 'problems 
involving simple quadratic equations. 

Wentworth’s New School Algebra (pages 1-292) is 
suggested as a text-book. 


Special emphasis should be given to the statement of 
problems as equations; a logical solution with explanation 
of each step should be required. 

Elementary Latin. One unit. 

For admission, a student should have mastered all the 
lessons in Collar and DanieLs First Year Latin. He should 
be able to decline any noun, pronoun, or adjective in the 
book, and to conjugate or write a synopsis of any verb. He 
should have committed to memory the vocabularies and 
rules and be able to apply the latter in explaining syntax. 
He should have had some practice in translating at sight, 
and upon every lesson which he has found hard to under¬ 
stand he should have had a much more extended drill than 
is afforded by the sentences in the exercises. 


History. Two units. 

(a) English History . One unit. Candidates for exam¬ 
ination in this subject should have a good command of 
English, sufficient to express their ideas clearly. The} r 
should have a general knowledge of the leading facts of 
English History, together with the causes which led to the 
events narrated and the results which came therefrom; 
also of the geography involved. 

Mere memory work should be discouraged. Students 
should be trained to think and reason for themselves. 

The text-book recommended is Montgomery’s Leading 
Facts of English History. 

Teachers are referred to ‘ ‘ The Study of History in 
Schools. A Report to the American Historical Association 
by the Committee of Seven,” published by the MacMillan 
Company, and the “ Report of the Committee of the Con¬ 
vention ” above mentioned. 


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( b ) American History. One unit. The examination 
in American History will be so framed as to require com- 
' parison and the use of judgment on the pupil’s part rather 
than the mere use of memory. 

Instead of attempting to fix in mind large numbers of 
dates and isolated statements, the pupil should endeavor to 
gain a clear idea of the great facts, forces, and sentiments 
that have shaped our national progress. A good general 
knowledge of the essential facts and features of American 
History will be expected. The pupil should also know 
something of the origin, principles, forms, powers, and 
practices of the local, state, and national governments. 

The examination will presuppose the use of good text¬ 
books, some collateral reading, and much practice in 
written work. The relation of the geography of the coun¬ 
try to its history should be emphasized. The pupil’s 
geographical knowledge will be tested by requiring the 
location of places and movements on an outline map. 

Montgomery’s Leading Facts of American History or 
Hart’s Essentials of American History will indicate the 
kind and amount of work sought. Channing’s Short 
History may be used, with the understanding that con¬ 
siderable outside reading must be done in connection 
with a thorough study of the text-book. 


Science. 

Elementary Physics. One half-unit. It is recommended 
that the preparation of the candidate in Elementary 
Physics include: 

1. A knowledge of the Metric system. 

2. The study of a text-book. The First Book of Phys¬ 
ics, by J. A. Culler, is recommended. 

3. The use of varied numerical problems, illustrative of 
the most important facts and laws in elementary physics. 


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4. Laboratory work, comprising at least twenty-five 
exercises illustrative of the principles of Mechanics; 
Hydrostatics; Heat; Light; Electricity and Magnetism. 

At the time, and as a part of the examination in Phys¬ 
ics, every candidate must present a note-book containing 
in the candidate’s own language a description of his or 
her laboratory exercises; the steps, observations, and 
result of % each exercise being carefully recorded. The 
record should be well ordered, neat, legible, and concise. 
Simple drawings are the briefest and best descriptions of 
most apparatus. The note-book should afford clear evi¬ 
dence of the pupil’s ability to make accurate observations 
and to draw correct conclusions. 

The note-book should contain an index of experiments, 
and must bear the endorsement of the teacher, such 
endorsement being written in ink on the cover of the 
book. The endorsement should in effect be as follows: 

I certify that this note-book is a true and original rec¬ 
ord of experiments actually performed by_at 

the School__ _during.the year 19 . 

_, Instructor in Physics. 


The time limit for taking entrance examinations for 
the Preparatory Class will be two years, and the dates of 
examination as given below. 

It is recommended that candidates offer arithmetic, 
elementary physics, and English history the first year. 

The number of days allowed each year for examination 
shall be three, but the number of hours alloted to each 
subject shall not exceed three for full subjects nor one 
and one half for half subjects. 






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Summary of 

Requirements. 

. Subject. 

Time allowed 

English: 

for examination 

Composition . . . 


Reading. 


Grammar. 


Mathematics: 

Arithmetic .... 


Algebra . 


Latin (Elementary) . . 


History: 

English. 


American .... 


Science: 

Elementary Physics 

. li hours. 


The examinations are to be held without exception on 
the three successive days beginning the last Wednesday in 
May , and all papers are to be sent on the following Satur¬ 
day to President E. M. Gallaudet, Kendall Green, 
Washington, D. C. 

The original work of candidates, which should be in 
such form as to be read easily by the examiner, must in 
all cases be forwarded to the College. 

All other papers written upon by the candidates during 
the examination should also be sent. The time limit in 
any subject must not be exceeded; therefore, useless 
copying should be avoided. 

Those in charge of the preparation of candidates for 
admission to the Preparatory Class are referred to the 
“ Report of the Committee of the Convention on a Course 
of Study ” above mentioned for valuable suggestions in 
regard to all subjects for admission except Latin and 
Algebra. 










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SPECIMENS OF EXAMINATION PAPERS. 

Arithmetic. 

[Necessary operations must be written in full; analyses alone, or answers with¬ 
out the operations necessary to obtain them, will not be considered satisfactory.] 

1. A man walked of his journey the first day, % of it the second 
day, and then had 24 miles more to go; how long was the journey? 

2. Divide twenty-four thousandths by sixteen millionths. 

3. What part of a rod is 3 feet 4 inches? 

4. How many bricks, 8 inches by 4 inches, will pave a walk 60 feet 
long and 234 yards wide? 

5. A owns 42)4% of a factory worth $35,000, B owns 37% of it, and 
C owns the remainder; what is the value of each of their shares? 

6. A man sold a watch for $90, and lost 16%%; what did he pay 
for the watch? 

7. Find the interest of $150 for 2 years, 2 months, 2 days at 6%. 

8. (Solve by proportion.) If % of a yard of silk costs $2.10, what 
will 16% yards cost? 

9. /.000625 + V27 — (%) 2 = ? 


Algebra. 

1. Factor 

( а ) 3x 4 — 6x 3 -f 9x 2 ( c ) 6x 2 + 13x — 5 

(б) 9a 2 — 6ab + b 2 — 49c 4 (d) 27x 3 + 125y 3 

2. Find the square root of 

49x 4 — 28x s + 18x 2 — 4x + 1 


3. Find the cube root of 

27a 6 + 54a 5 + 9a 4 — 28a 3 — 3a 2 -f 6a — 1 

4. At what time between 3 and 4 o’clock will the hands of a watch 
point in exactly opposite directions? 

5. (a) Expand (3x 2 —2y) 4 


yj V a 12 b 8 


i 2a 6 
3 


(b) Simplify 

6. Reduce to simplest form 

3 jo 

(a) yJ- : 

(b ) i/48 —1/27 + i/ 500 

7. Find the H. C. F. and the L. C. M. of 

(x+2y) 2 , x 2 —4y 2 and x 3 + 8y 3 

8. Solve 


x 2 
6 


3x — 2 4x 8_ 

qT H - $ —16x—31 




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t 


9. Four yards of cloth and 2 yards of silk cost $9, and 20 yards of 
cloth and 8 yards of silk cost $24; what is the price of silk and cloth 
per yard? ' 

10. The sum of two numbers is 25, and the sum of their squares is 
317; what are the numbers? 

Composition. 

1. Tell the Story of something that has happened to yourself. 

2. Describe a Day on a Farm (or a Day in the City, if you have not 

spent a day on a farm). 

3. Explain the Uses of Fences. 

4. Write a letter to persuade a friend to go to college. 

5. Write out an argument to prove that good roads are more impor¬ 

tant than good schools. 


Reading. 

Part I. 

(Time allowed: one hour.) 


1 . 

2 . 

3. 

4. 

5. 


Where did Charles Lamb pass his life? Plow did he happen to 
write the 1 ‘ Tales from Shakespeare ’ ’ ? 

Tell the story of the life of the author of “Pilgrim’s Progress.” 

Of what country was Irving a native? When did he live? 

Tell what you can of Longfellow’s education and preparation for 
his work. 

AVrite upon four of the following subjects, being careful not to 
choose two or more by the same writer: 


The Tempest 
Giant Despair 
Miles Stan dish 
Hamlet 
A Royal Poet 
John Alden 
Mr. Worldly Wiseman 
Rip Van AA r inkle 


The Taming of the Shrew 

The Valley of Humiliation and Apollyon 

Priscilla 

The Spectre Bridegroom 

As You Like It 

The March of Miles Standish 

Philip of Pokanoket 

Othello 


Part II. 

(Time allowed: two hours). 

1. (a) Upon what occasion did Washington utter his Address? 

(6) What was his purpose in making it? * 

(c) AVhat does he say about the preservation of the Union of the 

States? 

( d) AVhat is his advice in regard to the intercourse of the United 

States with other nations? 


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2. (a) Who was Thomas Carlyle? 

( b ) What does he say were (1) the conditions under which Burns 

grew up and wrote his poetry? and (2) the preparation 
and forethought which Burns gave to the composition of 
his poems? 

(c) What, generally, are the subjects of Burns’s poems? Are they 

limited to any one kind? 

( d ) What merit does Carlyle see in Burns as poet and man? 

(e ) What do you think of the sentence-structure of Carlyle’s 

Essay? 

3. (a) At what period of his life did Milton write L’ Allegro and II 

Penseroso? 

(6) What do these names mean? 

(c) What phrases and expressions often used now-a-days do you 

find in the poems? 

( d ) Give in your own language some of the pictures of country- 

life contained in these poems; also, describe some of the 
night-scenes and sounds. 

Grammar. 

“ We see that in this man there was the gentleness, the trembling 
pity of a woman, with the deep earnestness, the force and passionate 
ardour of a hero.” — Carlyle on Burns. 

1. In this sentence, what is the entire object of the verb “see”? 

2. What is the entire subject of “was”? Why is not “was” in 

the plural? 

3. Pick out in this sentence an adjective element, and an adverbial 

element. Tell what they modify, and in what way they modify. 

4. Do you see anything wrong in this sentence from Lamb’s Tales? 

‘ ‘ When at last Oliver returned back to his brother he had much 
news to tell him.” 


Latin . 


I. Translate into English: 

1. Urbs tarn fortiter defensa est ut decern diebus non caperetur. 

2. Rogavi num saepe Romae fuisset. 

3. Nuntius dixit se hostes vidisse. 

4. Cum fortiter pugnarent, tamen non vicerunt. 

5. Tune venisses, si te hortatus essem? 

II. Give the rule that explains the mood of each of the five italicized 

verbs in I. 

III. Give a synopsis of the indicative and subjunctive of both the 

verbs in the 5th sentence of I. Give each synopsis in the 
person and number of the verb in the text. 


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IV. Give all the infinitives and all the participles of vidisse (I, 3), 
adding the English equivalent of each. 

V. Translate into English: 

1. Maghtro sunt multi libri. 

2. Ruri sunt viae pedibus multis angustiores quain in urbe. 

3. Quis praefuit equitibus qui Caesari auxilio missi sunt? 

4. Nostro imperatori hi servi sunt liberandi. 

5. Consul, rastris munitis, Romam venit. 

VI. Give the rule that explains the case of each of the five italicized 
nouns in V. 

VII. Decline both the nouns in V, 4. 

VIII. Explain the gender, number and case of the following: 

(a) se in I, 3; ( b ) angustiores in V, 2; (c) qui in V, 3; 

(d) liberandi in V, 4; ( e ) munitis in V, 5. 

IX. Translate into Latin. 

1. The men fought with spears and long javelins. 

2. We shall carry the sick children carefully into the temple. 

3. The soldiers suffered from lack of food and water. 

4. Welcome summer will come in a short time. 

5. We remained in Rome three years. 

6. My brothers were praised by this boy. 

7. My hand is broader than yours. 

8. My friend is a man with big feet. 

9. Are you like your brother in daring? 

10. That girl is using her fathers’s money. 

American History. 

(Give dates whenever possible.) 

1. (a) Write a short account of the settlement either of the colony of 

Maryland or of that of Rhode Island. 

(6) In which colony was the American principle that the govern¬ 
ment has nothing to do with the control of religious belief, 
first put into actual practice? Explain. 

2. (a) Mention the chief weaknesses of the Articles of Confederation. 
(6) Tell what you can about the Making of the Constitution. 

3. With what events are the following places associated? Give location 

of each place. 

(а) Saratoga. 

(б) Yorktown. 

(c) Chancellorsville. 

(d) San Juan Hill. 

4. Write a paragraph or two about each of the following topics: 

(a) The Monroe Doctrine. 

( b ) The Oregon Boundary Question. 

(c) Civil Service Reform. 

(d ) The Panama Canal. 


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English History. 

I. Describe the geographical differences between early Britain and 
the present Empire of Great Britain. 

II. Give a brief account of the Danish Conquest. 

III. Give a brief account of the Norman Conquest and its most im¬ 

portant results. 

IV. What do you understand by the following terms:— Ship money, 

Lollards, Petition of Right, South Sea, Bubble, Secret Treaty 
of Dover. 

V. What was Magna Charta? What King signed it? What were 
some of its results? 

VI. Explain the following:— Habeas Corpus Act, Act of Supremacy , 
Toleration Act, Stamp Act, Reform Act. 

VII. Tell what you can about the Commonwealth. 

VIII. For what are the following men noted and in whose reigns did 
they live? Milton, Shakespeare, Wycliffe, Wolsey, Gladstone. 

IX. Describe the (a) Establishment of the Bank of England, (6) 
the Emancipation of Slaves. 

X. In what wars, and with what results were the following battles 
fought? Armada, Blenheim, Trafalgar, Waterloo. 

Elementary Physics. 

1. By an experiment how could you show that iron wire was ductile? 

2. How would you calculate the weight of the air in your room? How 

would you show that air is compressible? 

3. A piece of stone weighs one pound, but when immersed in water 

it weighs only 12 ounces. AVhat is the specific gravity of the 
stone? 

4. Illustrate by a drawing how you would find the center of gravity of 

a triangular piece of board. If a small and a large stone were 
let fall at the same time from an upper window, which would 
reach the ground first? 

5. How can you change the pendulum of a clock so that it will run 

faster? 

0. A wagon is three feet high. A plank 12 feet long rests with one 
end on the w r agon and the other end on the ground. How hard 
must a man push on a barrel that weighs 200 pounds to hold it 
on the plank? 

7. Make a diagram and point out the angle of incidence and the angle 

of reflection. 

8. Explain an experiment showing water to be a poor conductor of 

heat. 

9. How is an incandescent lamp made? Why does the filament not 

burn up? 

10. Diagram a simple electro-magnet. 





















